Bridging theory and practice: enhancing teacher preparation through collaborative partnerships
Year: 2025
Type: article
Abstract: Purpose This paper explores the impact of a collaborative consortium among a teacher preparation program, a public school system and an education nonprofit. The consortium aimed to bridge the gap between research-based practices in the science of learning and teacher preparation by fostering shared understanding and application of key instructional strategies. Design/methodology/approach The consortium engaged representatives from education faculty, public school administrators, teacher leaders, internship supervisors and education researchers in a structured, two-year professional development series. The series focused on two main evidence-based teaching practices: effortful thinking and prior knowledge activation. Participants engaged in workshops designed to introduce, analyze, evaluate and implement these practices collaboratively. Activities were structured using a social constructivist approach, encouraging participants to build shared knowledge and integrate strategies into classroom practice. Findings The consortium resulted in enhanced collaboration between the teacher preparation program and the local school system, a unified language around key instructional practices and improved curricular coherence. Teacher candidates benefited from clearer expectations and more consistent application of evidence-based practices during their internships. The shared understanding developed through the consortium contributed to stronger alignment between theory and practice, supporting teacher candidates' readiness for classroom instruction. Originality/value This paper demonstrates how intentional, research-driven collaboration can effectively bridge gaps between theoretical learning principles and practical application in teacher preparation. The consortium serves as a replicable model for institutions seeking to integrate science of learning principles into educator training, fostering alignment and coherence across teacher preparation programs and public-school systems.
Authors: Ashley N. Coen, Rebecca Grove, Christy D. Graybeal, Kristine M. Calo
Institution: Hood College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416198713